Whenever Elliott Thinks About Science, He Also Thinks About How

Whenever Elliott thinks about science, he also thinks about how much he likes science. Which one of the following statements best explains this situation?

A) Students can work toward mastery goals and performance goals simultaneously; the two kinds of goals are not necessarily incompatible.
B) In the brain, students' affective responses to topics may be closely connected to their knowledge about those topics.
C) Teachers communicate their attributions for students' successes and failures in a variety of ways, the result being that students often adopt similar attributions for their performance.
D) Many personal interests have their beginnings in short-term, situationally-induced interests.